This lesson was planned in preparation for an Ofsted inspection deep-dive into Art. The aim of the lesson was to continue to learn how to complete a portrait of Henry VIII by using the Grid Method to help plan the proportions of the image so that they match on both sides. **Albeit, not symmetrically. ** This is a complete lesson including planning, PPT and resources, Grid of Henry VIII and complete image of Henry VIII. The focus of the lesson is on Henry VIII by Hans Holbein the Younger Workshop of 1537 The PPT asks the children to first consider the following questions: What do portraits of Henry VIII tell us about him? Why is the portrait of Henry VIII important? Why did the King want a portrait painted? Then, to compare an alpha male from 1537 to the present day. Introduces the grid method via a YouTube video, and then onto the task. The lesson proved to be very pleasing to the children, teacher and ultimately, the Ofsted inspector.

This fact file about Queen Elizabeth II is a great way to engage the children for IWD. It has a choice of three differentiated sheets of comprehension questions to answer. This is aimed at ( LKS2) Year 3/4 and the lower attaining question sheet was planned with for a group of children who are working significantly below the expected standard for LKS2 with SEND needs. The comprehension exercise includes: Information text about Queen Elizabeth II Higher attaining - question sheet with retrieval, inference and deduction questions Middle attaining - question sheet - scaffolded answers focusing mainly on retrieval **Lower attaining **- question sheet - with multiple choice answers based mostly on retrieval, but with speculation question as a challenge.

Why did Anglo-Saxon tribes settle in Britain after the Roman armies left? This planning was developed with a consultant in response to an Ofsted school inspection that identified the foundation subjects of History and Geography as an area of improvement. It begins with a rationale: Why are we studying this? Disciplinary concepts, such as chronology; continuity and change; cause and consequence; historical significance and sources. A list of sticky knowledge: such as migration; collapse of Roman Britain etc. Each lessons begins with a question and covers the following: Who were the Anglo-Saxons? Why did the Anglo-Saxons invade Britain? Where did they settle? What is Sutton Hoo, and what was found there? When and How Did the Anglo-Saxons Become Christians? What was life like for Vikings to invade Britain? The planning is sequenced, covers substantive vocabulary, and outcomes. Here is a sample of lesson 1: Who were the Anglo-Saxons? Introduction: Begin the lesson by asking students what they know about the Anglo-Saxons. Record their responses on the board. Explain that the Anglo-Saxons were a group of people who lived in Britain many centuries ago. Today, we will learn more about who they were and what life was like for them. Introduce the central question of the lesson: “Who were the Anglo-Saxons?” Main Teaching: Show pictures of Anglo-Saxon artefacts, clothing, and daily life. Explain that they were skilled farmers, craftsmen, builders, weaving and traders who lived in small villages, grew crops, raised animals, and made beautiful objects using wood, wool and leather. Discuss their migration from Germany, Denmark, and the Netherlands to Britain and how their presence influenced the island’s geography and culture. Activity: Divide the class into small groups and assign each group an origin from an Anglo-Saxon home. Instruct each group to prepare and perform a brief skit describing the skills they possess and where they come from.